Jeri Resto Librarian Cuyamaca College Library Program Level SLOs
SLO for breakout session You will learn about: • SLOs at Cuyamaca • Assessment tools and results • Assessment statistics • Results
Cuyamaca College Library Students who use library instruction will be assessed to determine their level of information competency skills SLOs
Accreditation Standard II “The institution offers high-quality instructional program, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes.” ***From WASC and Accrediting Committee for the community and junior colleges (ACCJC)
American Library Association “Information competency (IC) is a set of skills that require the student to recognize when information is needed and to be able to locate, evaluate, and use the needed information.” ***
ACRL Standards • ACRL Standard One: • Define the Information Need and Research Topic • ACRL Standard Two: • Develop a Search Strategy; Locate and Retrieve Information • ACRL Standard Three: • Evaluate Information • ACRL Standard Four: • Use Information to Accomplish a Purpose . • ACRL Standard Five: • Use Information Legal and Social ***
SLOs for Library instruction • SLO #1: The student will acquire the information competency skill of constructing a successful search statement and identifying keywords/subject words in order to construct an effective search strategy(ACRL Standard 1). • SLO #2: The student will demonstrate the information competency skill of selecting sources from either the library catalog and the online databases (ACRL Standard 1). • SLO #3: The student will demonstrate the information competency skill of being able to evaluate a source and determine its reliability, validity, authority and point of view (ACRL Standard 3).
Library Instruction Challenges How can students demonstrate information competency skills @ the Reference Desk interview?How do you assess a 5-15 minute reference interview? @ the Library Orientation?How do you assess a 50-minute library orientation?
SLO 1,2,3 Library Instruction @ Reference Desk
Assessment Tool for Library Instruction @ Reference Desk • Assessment Tool • Likert scale • Coded rematching
Assessment measures for Library Instruction @ Reference Desk • Inter-rater reliability is the percentage of agreement between raters. • Raters are independent evaluators. • Raters agree, we will see a high percentage of agreement • Raters disagree, we will see a lowpercentage of agreement; either the scale is defective or the raters need to be re-trained. • Cohen's Kappa the supplementarystatistical calculation that is used by researchers b/c it is thought to be a more robust measure than percent agreement calculation.
Recommendationsfor Library Instruction @ Reference Desk • Changes to Ref Card • Omit “mark all the apply” • Librarians need to give clearer instructions on how to fill it out. • SLO 3 had the least # of responses – is this due to Ref Card design, students did not need help, or Librarian did not cover? • Changes in Instruction • Librarians need to be more proactive in checking in with student’s progress. • Librarians need to avoid “observer bias”. • Aim for a higher Kappa score
SLO 1,2,3 Library Instruction @Library Orientations
Post-test and results • Post-test contained six (6) questions. • 285 students took the post-test. • Courses selected were: • Freshman English • Pre-collegiate English • Philosophy • Business • Students given five - ten minutes.
Post-test Recommendations • Changes to Post-test • Revise! • SLO 2 and 3 had the lowest % of correct answers. Why? • Poor post-test design, students did not know, or Librarian did not cover? • Changes in Instruction • Librarians need to give better instructions on post-test forms. • Librarians need to investigate teaching techniques.
Jeri Resto Cuyamaca College Library www.cuyamaca.edu/jeri.resto